Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Abstract

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b(Pekrun, , 2000, were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.Requests for reprints should be sent to Reinhard Pekrun,

Étude longitudinale du rôle du soutien conditionnel parental dans l’anxiété d’évaluation de l’élève

“…Le rôle des émotions dans le fonctionnement cognitif : les modèles de Pekrun, de Bandura et de Kuhl C'est assez unanimement que les chercheurs en cognition, en motivation et en éducation reconnaissent l'importance des émotions associées aux situations d'apprentissage et leur influence sur l'engagement cognitif et l'apprentissage (Bandura, 1986;Boekaerts, 1993;Govearts, 2006;Linnenbrink et Pintrich, 2004;Pekrun, Goetz, Titz et Perry, 2002). Certains s'y sont arrêtés plus spécifiquement et leur ont fait une place importante dans leur théorie.…”

“…Voulant cibler en particulier les émotions liées au fonctionnement scolaire, Pekrun et ses collaborateurs (Pekrun, 2006;Pekrun et al, 2002) ont proposé une théorie sociocognitive des émotions « académiques ». Ce modèle met l'accent sur des liens présumés entre des caractéristiques environnementales (qualité de l'enseignement, valeurs privilégiées, rétroaction, etc.)…”

Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety

“…Even though positive emotions are described about as often as negative emotions among students, anxiety is the most commonly reported emotion related to exam-taking (Pekrun, Goetz, Titz & Perry, 2002). Performance in achievement situations is known to be increased by positive motivation (Rand, Lens & Decock, 1991), but for example Wolf and Smith (1995) found that high motivation in combination with high anxiety produced almost the same levels of performance as low motivation in combination with low anxiety.…”

Positive emotions: passionate scholarship and student transformation

“…Although Pekrun et al, (2002) caution against simplistic accounts of bad-good, research has tended to focus on negative emotions with less attention devoted to the 'deliberate design and maintenance of positive learning environments' in higher education (Moore & Kuol, 2007: 88): the tendency is to 'overlook and even ignore positive emotions' (Tugade & Fredrickson, 2002: 320), 'placing more emphasis on the problem perspective' in research for example on transition (Palmer et al, 2009: 39).…”

“…Such positive emotions appear associated with 'desire', to get, want or to know something. They appear as activating emotions, with desire seen as pleasure associated with fulfilling a lack or need, followed by motivating action (Pekrun et al, 2002).…”